37
Understanding
regular -ar, -er
and -ir verbs
Saying what you
do in lessons
2 ¿Qué haces
en clase?
(pp. 28–29)
Using the -ar
verb estudiar (to
study)
7W1 Everyday
words (reinforce)
7W5 Verbs
present (-er
verbs) (launch)
7W7 Learning
about words
(launch)
7W5 Verbs
present (-ar
verbs) (launch)
7W6 Letters
and sounds
(reinforce)
7W8 Finding
meanings
(launch)
7T6 Texts as
prompts for
writing (launch)
1 ¿Qué estudias?
(pp. 26–27)
Talking about
your school
subjects
Framework
Unit
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
3a memorise words and phrases
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written
language
1–3
1a sounds and writing
1b apply grammar
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarising main points
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5d respond to spoken/written
language
5e use a range of resources
1–3
Levels and PoS
¿Qué estudias?
Estudio (inglés).
¿Qué haces en clase de inglés?, hablo
(con mis amigos/por teléfono), como
(chicle), escribo
escucho (música), leo, no hablo/como/
escribo/escucho/leo, canto
pinto
los lunes, etc.
y, también
Days of the week
lunes, martes,
miércoles, jueves
viernes, sábado
domingo
¿Qué estudias?, ¿Qué no estudias?
Estudio …, No estudio …, María estudia
…, ciencias
matemática, inglés
francés, español
historia, música
tecnología informática
geografía, dibujo
educación física
religion, teatro
las asignaturas
Key language
-ar, -er, -ir verbs, full
paradigm
Using negative no
-ar verbs full
paradigm (using
estudiar)
Grammar
Working out 1st
person forms from
infinitives
Categorising and
noting verbs in -ar, -er
or -ir groups
Los lunes, etc., for
activities done every
week
No capitals on days of
the week
Pronunciation: g
Strategies for working
out meanings
Skills
Module 2 En el instituto
(Pupil’s book pages 26–43)
7W2 Highfrequency words
(launch)
7T7 Improving
written work
(launch)
7L3 Gist and
detail (launch)
7W4 Gender
and plural
(reinforce)
7S4 Basic
questions
(launch)
7S6 Compound
sentences
(reinforce)
7L2 Following
speech (launch)
7S9 Using
simple sentences
(reinforce)
7C4 Stories and
songs (reinforce)
3 Los profesores
(pp. 30–31)
4 Me gusta el
español
(pp. 32–33)
Understanding
all adjective
agreements
Giving opinions
and reasons
Using adjectives
which end in
-o/-a
Talking about
your teachers
Framework
Unit
¿Te gusta (el inglés)?, ¿Te gustan (las
ciencias)?, Me gusta(n) …, No me gusta(n)
…, mucho
nada
1b apply grammar
1c use a range of vocab/
structures
2a listen for gist and detail
2c ask and answer questions
2f adapt previously learnt
language
3d use dictionaries
3e develop independence
5a communicate in pairs, etc.
5c express feelings and opinions
5d respond to spoken/written
language
Me gusta (el español) porque es …, bueno/
a aburrido/a
divertido/a
interesante
fácil
difícil
importante, útil
Me gustan las matemáticas porque son
buenas/útiles, etc.
School subjects
y, también, pero
Señor, Señora
¿Cómo es … ?
El profesor/La profesora de (español)
es …
muy/bastante/un poco, simpático/a
antipático/a, severo/a, aburrido/a
divertido/a
Key language
1–3
1a sounds and writing
1b apply grammar
1c use a range of vocab/
structures
2a listen for gist and detail
2b pronunciation and intonation
2c ask and answer questions
2i summarising main points
3e develop independence
5a communicate in pairs, etc.
1-3
Levels and PoS
me/te gusta(n) +
noun
Adjectival endings
(full range)
Practising -ar/-er/ir verbs, 3rd person
singular
Adjectival agreements
(o/a)
Qualifiers
Question word: ¿Cómo
…?
Grammar
continued
Extending sentences
using porque
Giving opinions using
me gusta (etc.)
Reviewing progress/
checking work using
the mini-test
Using connectives
Word stress: accents
Skills
Module 2 En el instituto
(Pupil’s book pages 26–43)
38
39
Learning about
Christmas in
Spain
Reading a story
in Spanish
¡Extra!
(pages 38–39)
Pupils’ checklist
and practice test
Resumen/
Prepárate
(pp. 36–37)
Counting up to
100
7T2 Reading
aloud (reinforce)
7C2 Everyday
culture (launch)
7S3 Adapting
sentences
(launch)
7L6 Improving
speech (launch)
7C5 Social
conventions
(reinforce)
5 ¿Qué comes?
(pp. 34–35)
Talking about
snacks
Framework
Unit
1b apply grammar
1c use a range of vocab/
structures
2h scan texts
2i summarising main points
4c compare home and TL culture
4d knowledge of experiences and
perspectives
5d respond to written/spoken
language
5g listen and read for personal
enjoyment
5i work in a variety of contexts
4
3
1b apply grammar
2a listen for gist and detail
2c ask and answer questions
2d initiate/develop conversations
2f adapt previously learnt
language
2j redraft and improve writing
3a memorise words and phrases
3c knowledge of language
3e develop independence
5a communicate in pairs, etc.
5e use a range of resources
1–3
Levels and PoS
Receptive language:
el ratón
celebra, la Navidad
la Nochebuena
una fiesta, una cena
el árbol de navidad
las guirnaldas
los globos, el champán, el pavo
los regalos
Christmas traditions in Spain
Reading episode 2 of the photostory
(language from the module)
Numbers up to 100
Quiero una hamburguesa.
Aquí tienes., ¿Algo más?, No, nada más.
por favor, gracias
De nada.
¿Cuánto es?
Son dos euros con veinte.
¿Qué comes (en el recreo)?, Como …
¿Qué bebes?, Bebo …
Snacks/drinks
agua mineral, un bocadillo, un plátano
un zumo de naranja
una hamburguesa
una pizza
una Coca-Cola
una limonada
una manzana
unas patatas fritas
Key language
Grammar
Reading aloud
Reading an extended
text
Using the glossary
Using a range of
colloquialisms
Skills
Module 2 En el instituto
(Pupil’s book pages 26–43) continued
Self-access
reading and
writing at two
levels
Activities
practising the
grammar points
covered in the
Module
Gramática
(pp. 40–41)
Te toca a ti
(pp. 118–119)
Framework
Unit
1–3
Levels and PoS
Key language
Word types:
nouns, negatives,
adjectives, qualifiers,
connectives, definite
articles
pero/porque/y
me gusta(n)
no me gusta(n)
Adjectival agreement
– masculine/
feminine;
singular/plural
-ar verbs
-er verbs
Grammar
Thinking skills
Skills
Module 2 En el instituto
(Pupil’s book pages 26–43)
40
E
2
o
s
n el in tiitut
1
¿Qué estudias?
Learning objectives
●
●
Talking about your school
subjects
Using the -ar verb estudiar (to
study)
Framework objectives
7W5 Verbs present (–ar verbs)
(launch)
7W6 Letters and sounds
(reinforce)
7W8 Finding meanings (launch)
7T6 Texts as prompts for writing
(launch)
Grammar
●
-ar verbs 1st/2nd/3rd persons
(using estudiar)
Using los to say ‘every’ (every
Thursday, etc.)
(Pupil’s Book pages 26–27)
g
Word stress (accented letters)
Days of the week
lunes
martes
miércoles
jueves
viernes
sábado
domingo
Key language
los lunes, etc.
●
Pronunciation
y
también
¿Qué no estudias?
Estudio …
No estudio …
María estudia …
ciencias
matemáticas
inglés
francés
español
historia
música
tecnología
informática
geografía
dibujo
educación física
religión
teatro
las asignaturas
High-frequency words
el, la, los, las
tú
¿qué?
y
también
no
ICT
Preparing a timetable
Literacy
No capitals for days of the week
The infinitive
Resources
CD1, tracks 29, 30, 31, 32 and 33
Cuaderno A, p. 13
Cuaderno B, p. 13
Flashcards 1–14
ICT
[to come, leave 3 lines]
¿Qué estudias?
Suggestion
Launching teaching objectives
Ask pupils how they worked out the answers
in the Starter. Then get them to read through
the suggestions in the Tip Box on working out
vocabulary before they tackle exercise 1. If you
have time, pupils could then work in pairs to make
a list of strategies they could use; alternatively, they
could do this as homework. Encourage pupils to
keep this as a checklist and to refer to it whenever
they encounter new vocabulary. Using these
strategies should quickly become automatic.
7W5 Use exercise 3 to launch Verbs present (–ar
verbs).
7W8 Use Starter 1 to launch Finding meanings.
7T6 Use exercise 7 to launch Texts as prompts for
writing
Starter 1 7W8
Aim
1 Empareja los dibujos con las
palabras. Escucha y comprueba
tus respuestas. (a–n) (AT1.2 AT4.1)
To introduce some vocabulary for school
subjects. To encourage pupils to work out
new words using cognates.
7W1
Write up the following in 2 columns and ask
pupils to match each item with the correct
Spanish version. Alternatively, you could use
Flashcards or do some quick sketches instead of
the English text.
inglés
informática
geografía
música
francés
historía
Reading and listening. Pupils match the pictures to
the 14 words for school subjects. They then listen to
the recording to check their answers.
In pairs: pupils take it in turn to say a letter
(a–n) and to respond with Estudio … and the
name of the appropriate subject.
music
English
French
history
geography
ICT
41
¿Qué estudias?
– Estudio música y francés. No estudio religión.
3 – ¿Qué estudias, Vicente?
– A ver ... estudio historia ... estudio teatro, religión y
educación física. – No estudio tecnología.
4 – ¿Qué estudias, Manolito.
– Eh … estudio español y matemáticas. No estudio
francés.
5 – Qué estudias, Carlos?
– Estudio tecnología y ciencias. No estudio música.
6 – ¿Qué estudias, Dolores?
– Estudio geografía y ... estudio dibujo. No estudio
teatro.
Audioscript track 29
a
b
c
d
e
f
g
h
i
j
k
l
m
n
Estudio dibujo.
Estudio español.
Estudio inglés
Estudio francés.
Estudio teatro.
Estudio historia.
Estudio música.
Estudio tecnología
Estudio informática.
Estudio geografía
Estudio educación física.
Estudio religión.
Estudio ciencias.
Estudio matemáticas.
Answers
[= TICK, = CROSS]
1 i a c 2 g d l 3 f e l k h 4 b n d 5 h m g 6 j a e Answers
a dibujo b español c inglés d francés
e teatro f historia g música h tecnología
i informática j geografía k educación física
l religión m ciencias n matemáticas
3 Con tu compañero/a, pregunta y
contesta por estas personas. (AT2.3)
AT2.2, AT1.1 7W6
7W5 7S4 7S5
Ask pupils to look at the Pronunciation Box
on page 26 of the Pupil’s Book. Before reading
through the pronunciation feature, write up Málaga
and ask a volunteer to pronounce it. Do the same
with religión and geografía. What do pupils notice
about the pronunciation of g? Explain that, like
c, g is pronounced differently depending on what
follows it. Give or confirm details. Ask pupils to
recap on the pronunciation of c and, using this
as a model, ask if they can predict how the g +
o and g + u will be pronounced. (g as in ‘great’
when followed by a, o or u or a consonant/like ‘ch’
Scottish loch when followed by e or i).
Speaking. In pairs: using the picture prompts
supplied, pupils take it in turn to ask and answer
questions on the subjects the people depicted
study/don’t study. A sample exchange is given.
Starter 2 7W2 7S6
If you usually write up the day’s date at the start
of the lesson, on this occasion leave it until you
have completed the Starter, as it will work better
as part of the Suggestion which follows.
Audioscript track 30
Write up the following:
religión
tecnología
inglés
geografía
estudio, no, también, pero
Give pupils two minutes to describe their
timetable in a sentence including all of the
words listed.
2 Escucha y escribe las letras
correctas del ejercicio 1. (1–6) (AT1.2)
Suggestion
7L3
Ask the class ¿Cuál es la fecha de hoy? and write up
the answer.
Listening. Pupils listen to six Spanish pupils talking
about the subjects they do and don’t study. For
each subject, they note the letter of the appropriate
picture in exercise 1 (a–n), indicating the subjects
studied with a tick and the subjects not studied
with a cross.
Then write up Hoy es and the day of the week
in Spanish. Can pupils translate the sentence?
Explain that they are now going to learn all the
days of the week in a song.
(Point out that there are similarities with the days
of the week in French and Italian if any of your
pupils study these languages.)
Audioscript track 31
1 – ¿Qué estudias, Conchi?
– Estudio informática y estudio dibujo. No estudio inglés.
2 – ¿Qué estudias, David?
42
¿Qué estudias?
4 Escucha y canta. (AT1.2) 7W1
3 – ¿Los miércoles qué estudias?
– A ver … los miércoles estudio inglés, tecnología,
español, historia y matemáticas.
4 – ¿Y los jueves?
– Los jueves estudio educación física, ciencias, teatro,
español … hmm … y matemáticas también.
5 – Y finalmente, ¿qué estudias los viernes, Juanita?
Los viernes estudio inglés, historia, tecnología,
ciencias y matemáticas.
7C4
Listening. Pupils listen to the song and read the
text.
Draw their attention to the note saying the days of
the week in Spanish don’t start with a capital letter.
Can they think of any other words without capitals
in Spanish which do have capitals in English?
(the months) Play the song again for them to sing
along.
Answers
For further ideas on exploiting the songs in the
course, see the Introduction, p. 00.
Audioscript track 32
lunes
martes
miércoles
jueves
viernes
sábado
domingo
1
lunes
a, e, m, n
2
martes
i, j, d, l, g
3
miércoles
c, h, b, f, n
4
jueves
k, m, e, b, n
5
viernes
c, f, h, m, n
6 Lee el texto. ¿Qué estudia Sergio en
la semana? (AT3.3) 7T1
Reading. Pupils read Sergio’s text and note in
English what he studies each day.
In pairs: pupils take it in turn to prompt with
the day of the week in English and to respond
with the Spanish version for the day before.
Monday: Spanish, maths and science
Tuesday: English, technology and ICT
Wednesday: PE and religion
Thursday: drama and music
Friday: history and art
In pairs: pupils make up anagrams of the days
of the week in Spanish for their partner to
solve.
5 Copia la tabla. Escucha y escribe las
letras correctas del ejercicio 1. (1–5)
(AT1.3–4) 7L2 7L3
Write up los sábados. Ask pupils to translate
it and then to give you the Spanish for ‘on
Sundays’. Can they summarise how this structure in
Spanish resembles/differs from English?
Listening. Before you play the recording, write
up Los lunes estudio francés and ask pupils if they
can work out what it means. How is it similar to
the English version and how does it differ? The
structure is summarised in a vocabulary/grammar
box in the Pupil’s Book. How would pupils say ‘on
Thursdays’ and ‘on Fridays’?
Gramática: regular -ar verbs 7W5
Ask pupils to look at the Gramática Box on page
27 of the Pupil’s Book. This gives the full paradigm
of -ar verbs using estudiar. There is practice on this
on page 27 of the Pupil’s Book.
With higher-ability pupils, you might also want to
introduce los sábados and los domingos, pointing
out the added s at the end of the day of the week
here.
Write up necesito and ask what it means,
getting pupils to give you a few examples from
Module 1 of sentences featuring it. Explain that
necesitar is also a regular -ar verb. Ask pupils to
write out the full paradigm of necesitar using the
model of estudiar in the Gramática box.
Pupils copy out the grid. They listen to Juanita
saying what subjects she studies on each
schoolday and note the details in the grid, using
the appropriate letters of the subjects pictured in
exercise 1.
7 ¿Y tú? ¿Qué estudias? Utiliza el texto
del ejercicio 6 como modelo. (AT4.4)
Audioscript track 33
1 – ¿Qué estudias los lunes, Juanita?
– Los lunes estudio dibujo, teatro, ciencias y
matemáticas.
2 – ¿Y los martes?
– Los martes estudio informática, geografía, francés,
religión y también música.
7T6
Writing Using the text in exercise 6 as a model,
pupils write a paragraph about themselves;
including what subjects they study/don’t study. A
list of points to cover is supplied. Encourage pupils
43
¿Qué estudias?
to make their responses as interesting as possible
by including words like también and pero.
3
1
2
e
t e
s
d
p
u
4
m a t e m á t i c
ñ
a
5
t e c
o
l
i
ó
6
f r a n
7
g e o g r a f
í
s
8
h i
c
9
c i e n c i a
Pupils could put together a Spanish version of
their own timetable on computer, using Word
or Excel.
Plenary 7W2 7W5 7W6 7W8
Tell the class you are going to ask them five
questions on what they have learnt in this unit.
They can discuss the answers, but each answer
must finally be given by a different person. If
they can answer all five correctly, they win. If
they make a mistake, you win.
Ask them:
1 how g is pronounced before e and i
2 for three techniques you can use when faced
with unknown words
3 what the difference is between estudias,
estudiáis and estudian
4 for a sentence featuring the word también
5 if the sentence El martes estudio español is
correct
10
a t r o
m
ú
s
11
a s
d i b u j o
c
n o l o g í a
12
r
c é s
e
í a
l
i n g
g
s t o r i a
ó
14
s
i n f o
l é s
r m á t
Cuaderno B, page 13
Cuaderno A, page 13
Answers [p.13 ex 1]
1 el inglés 2 el francés 3 la música
4 las ciencias 5 las matemáticas
6 el español 7 la historia 8 la educación física
Answers [p.13 ex 2]
1 miércoles 2 jueves 3 lunes
Answers [p.13 ex 1]
1 matemáticas 2 música 3 francés 4 español
5 ciencias 6 teatro 7 informática 8 geografía
9 educación física 10 dibujo 11 religión 12 historia
44
E
2
o
s
n el in tiitut
2 ¿Qué haces en clase? (Pupil’s Book pages 28–29)
Learning objectives
●
●
Saying what you do in lessons
Understanding regular -ar, -er
and -ir verbs
Framework objectives
7W1 Everyday words (reinforce)
7W5 Verbs present (–er verbs)
(launch)
7W7 Learning about words
(launch)
Grammar
●
¿Qué haces en clase de inglés?
hablo (con mis amigos/por
teléfono)
como (chicle)
escribo
escucho (música)
leo
no hablo/como/escribo/escucho/
leo
canto
pinto
High-frequency words
Key language
¿Qué estudias?
Estudio (inglés).
Point out to pupils that recognising the endings
on verbs will really help them when tackling more
complicated texts. Tell them that exercise 1 is going
to cover all three regular verb groups in Spanish:
these are identified by their infinitives, which end
in -ar, -er and -ir respectively. (They are already
familiar with -ir verbs from vivir in Module 1.)
7W5 Use exercise 1 to launch Verbs present (-er
verbs).
7W7 Use the Plenary to launch learning about
words.
Starter 1 7W5
Write up and mime como, escribo and leo, one at a
time, for the pupils to guess their meaning. Then
move on to exercise 1, which features all the verbs
just introduced here and in the Starter.
Aim
To consolidate verb endings for -ar verbs. To
encourage pupils to use the grammar they
know to help predict new forms.
1 Escucha y lee. (AT1.3–4) 7W5 7L1
Write up the following grid. Ask pupils what the
underlined words mean (they should be familiar
with these verbs from activity instructions in
Modules 1 and 2) and what part of the verb they
are. Pupils should then complete the grid.
Listening. Pupils listen to the recording, reading the
text at the same time. It consists of a girl talking
about what she does in her English class, on her
good days and her bad days.
You could run through the endings for estudiar
orally as a class if pupils need support.
I
hablar
he/she/it
they
Reporter:
Ángel:
Demón:
Reporter:
Ángel:
Demón:
Ángel:
Demón:
Ángel:
Demón:
Ángel:
Demón:
Ángel:
Demón:
escuchar
escuchas
estudia
we
you
Audioscript track 34
hablo
you
(singular)
CD1, tracks 34 and 35
Cuaderno A, p. 14
Cuaderno B, p. 14
Suggestion
Launching teaching objectives
estudiar
Resources
ICT
los
¿qué?
también
y
en
con
-ar, -er, -ir verbs
por
comer (como)
escuchar (escucho)
escribir (escribo)
hablar (hablo)
leer (leo)
no
escuchamos
estudiáis
hablan
45
–
–
–
–
–
–
–
–
–
–
–
–
–
–
¿Qué estudias?
Estudio inglés.
Estudio inglés también.
¿Qué haces en clase de inglés?
Hablo …
Hablo con mis amigos … o por teléfono …
¡No como!
Como chicle …
Escribo …
Escribo …
Escucho …
Escucho música …
Leo …
¡No leo!
¿Qué haces en clase?
person (e.g. Escribo). You could do a second round
with pupils responding No escribo, etc., or change
to this form halfway round.
Gramática: regular verbs (-ar, -er, -ir)
7W5
Ask pupils to look at the Gramática Box on page
28 of the Pupil’s Book. This summarises the present
tense of all three regular verb groups (-ar, -er and
-ir). There is practice on this on page 28 of the
Pupil’s Book.
3 Con tu compañero/a, pregunta y
contesta. (AT2.3–4) 7W5 7S4 7L6
Speaking. In pairs: selecting from the picture
prompts supplied, pupils take it in turn to ask and
answer questions on what they study and what they
do in that particular class. A sample exchange is
given.
Using the examples in the verb table in the
Gramática box, prompt pupils with one verb
form at a time to translate into English. When they
are confident with this, prompt in English for them
to supply the Spanish forms.
Pupils could extend the dialogue to say what
they don’t do too.
4 Escribe los diálogos del ejercicio 3.
(AT4.3–4) 7W5 7T5 7T7
2 Escucha y escribe las letras
correctas. (1–5) (AT1.4) 7W3 7W5
7L3
Writing. Pupils then write out the dialogues they
made up in exercise 3.
Listening. Pupils listen to five Spanish
schoolchildren saying what they do in particular
lessons and note down the letters of the
appropriate activities for each person.
Get them to swap texts with a partner and check
each other’s work when they have finished. What
three things should they remember to check in
particular? (spelling, accents and punctuation)
Audioscript track 35
1 –
–
2 –
–
3 –
–
–
–
4 –
–
–
–
–
–
5 –
–
–
–
–
–
–
–
–
–
Starter 2 7W5 7W7
¿Qué haces en clase de matemáticas, Santiago?
A ver, escucho … escribo … pero no hablo.
¿Qué haces en clase de tecnología, Lara?
En tecnología escribo, escucho … pero no como.
¿Qué estudias, Mari?
Estudio geografía.
¿Y qué haces?
Pues en geografía leo, hablo, escribo …
¿Qué estudias, Diego?
Estudio historia.
¿Y qué haces en clase de historia?
Hmm, depende. Leo y escribo …
¿Hablas también?
Sí, hablo y escucho con atención …
¿Qué estudias, Nacho?
Estudio español.
¿Qué haces en español?
Eh … como chicle …
¿Escuchas también?
Pues, escucho música.
¿Escribes?
Hmm … no, no escribo …
¿Lees un poco?
No, no leo …
Aim
To encourage pupils to use reference resources
when tackling activities. To consolidate present
tense verb forms.
Write up the following prompts and ask pupils
to use them to write sentences saying what the
people specified do/don’t do. Model the first one
as an example and tell pupils to look back at the
verb table in the Gramática box on p. 27 if they
need to check on endings.
1 los lunes (estudiar) inglés – he Los lunes
estudia inglés.
2 en español (escribir) – we
3 en español también (hablar) – she
4 no (comer) chicle – I
5 los viernes (estudiar) dibujo – you (singular)
If pupils need more support, give two options for
each sentence for them to choose from (e.g. 1 Los
lunes estudio/estudia inglés.).
Answers
5 Lee el texto. ¿Verdadero o falso?
Escribe V o F. (AT3.3) 7W1 7T1
1 le , b , a 2 b , e , c 3 d , a , b
4 d , b , e 5 c , e , b , d Reading. Pupils read the text and answer the seven
true or false questions on it.
Answers
Go round the class prompting with the
question form of the verbs practised on the
audio (e.g. ¿Escribes?). Pupils respond in the first
1 V
46
2 F
3 F
4 V
5 F
6 V
7 V
8 V
¿Qué haces en clase?
6 Lee el texto otra vez. Copia y rellena
la tabla. (AT3.3) 7W5 7T1
Cuaderno A, page 14
Reading. Pupils read the text in exercise 5 again and
then complete the verb table given. This focuses on
two new -ar verbs (cantar, pintar) and reintroduces
vivir from Module 1.
Answers
estudiar
to study
I study
estudio
vivir
to live
I live
vivo
hablar
to speak
I speak
hablo
escuchar
to listen
I listen
escucho
leer
to read
I read
leo
cantar
to sing
I sing
canto
pintar
to paint
I paint
pinto
Pupils write out the 3rd person singular and
3rd person plural forms of all the verbs in the
grid. They then swap this with a partner and check
each other’s answers.
Answers [p.14 ex 1]
como chicle, escucho música, no leo mi libro, hablo por
teléfono, escribo en mi libro
7 Describe tu semana. (AT4.4) 7W1
7S6 7T5
[p.14 ex 2]
Writing. Pupils write a paragraph describing their
own week at school, detailing the subjects they
have each day and what they do in those classes.
Encourage them to introduce variety into their
writing by including words like mucho, también,
pero and some negative expressions.
Plenary 7W5 7W6 7W7
Write up -ar, -er and -ir as column headings. Ask
pupils what infinitives they have met so far and
tell you which column to write them in. Then
ask pupils to summarise the singular endings
for -ar, -er and -ir verbs, taking it in turn to come
and write a verb form on the board/OHT.
Infinitive
I
You
He/she
hablar (to speak)
hablo
hablas
habla
escuchar (to listen)
escucho
escuchas
escucha
comer (to eat)
como
comes
come
leer (to read)
leo
lees
lee
escribir (to write)
escribo
escribes
escribe
[p.14 ex 3]
1
2
3
4
Can pupils spot any patterns that will help them
remember these endings? (1st person the same
for all three; 2nd and 3rd person the same for -er
and -ir verbs)
For homework, suggest pupils choose one of
the following verbs – tomar (to take), beber (to
drink) or subir (to go up) – and write out the
present tense forms with translations in English.
47
No escribo en mi libro.
Hablo por teléfono.
Como chicle en clase.
No leo mi libro.
¿Qué haces en clase?
Cuaderno B, page 14
Answers [p.14 ex 1]
1
2
3
4
5
6
En clase de inglés, leo mi libro. _______
En música, escucho música. ______
En clase de historia escribo en mi cuaderno. ______
En clase de español no como chicle. ______
En dibujo pinto en mi libro. ______
En el recreo hablo por teléfono. ______
[p.14 ex 2]
48
English
Infinitivo
I
You
He/she/it
to study
estudiar
estudio
estudias
estudia
to listen
escuchar
escucho
escuchas
escucha
to live
vivir
vivo
vives
vive
to read
leer
leo
lees
lee
E
2
o
s
n el in tiitut
3
Los profesores
(Pupil’s Book pages 30–31)
Learning objectives
Key language
●
●
¿Cómo es … ?
El profesor/La profesora de
(español) es …
muy/bastante/un poco
simpático/a
antipático/a
severo/a
aburrido/a
divertido/a
Señor
Señora
Señorita
Talking about your teachers
Using adjectives which end in
-o/-a
Framework objectives
7W2 High-frequency words
(launch)
7T7 Improving written work
(launch)
7L3 Gist and detail (launch)
Grammar
●
●
●
Definite articles (revisited)
Qualifiers
Adjectival agreements (o/a)
Pronunciation
Accents to show stress
no
sí
poco
bastante
muy
y
Literacy
Definite articles
Qualifiers
Resources
CD1, tracks 36, 37 and 38
Cuaderno A, page 15
Cuaderno B, page 15
High-frequency words
el, la
de
ser (es)
pero
también
ICT
[to come, leave 3 spaces]
Launching teaching objectives
1 Escucha y elige el profesor correcto/
la profesora correcta. (1–10) (AT1.2)
7W2 Use exercise 3 to launch High-frequency
words.
7W4 7L2
Listening. Pupils look at 10 pictures of teachers,
each with a short description. They listen to the
recording and note the letter of the appropriate
teacher for each statement given.
7T7 Use the Plenary to launch Improving written
work.
7L3 Use exercise 3 to launch Gist and detail.
Audioscript track 36
Starter 1 7W1
1
2
3
4
5
6
7
8
9
10
Aim
To recap on school subjects.
In pairs: pupil A does a quick sketch to indicate
a subject; pupil B has to say the subject in
Spanish (with the article). They do five subjects
in this way and then swap roles. For a more
active starter, pupils could mime the subjects
rather than draw them.
You can make this more competitive by seeing
which pair is the first to correctly guess 10
subjects or by giving a time limit and seeing
which pair has done most within the time.
El profesor de teatro es simpático.
La profesora de música es divertida.
El profesor de inglés es severo.
La profesora de dibujo es antipática.
El profesor de religión es antipático.
La profesora de francés es aburrida.
El profesor de tecnología es aburrido.
La profesora de ciencias es severa.
El profesor de español es divertido.
La profesora de geografía es simpática.
Answers
1 d
Suggestion
2 h
3 a
4 j 5 e 6 g 7 b 8 f
9 c 10 i
Make a series of true/false statements about
the teachers in exercise 1 for pupils to agree
with or correct. Progress to prompting with the
start of a statement about a teacher and getting
pupils to complete it.
Ask the class to suggest the names of some teachers
and write these up. Then give them a series of
statements orally – Es el profesor de dibujo, etc.
Pupils give the name of the relevant teacher. You
could then move on to using the names as prompts
– pupils respond in Spanish with the subject taught
by each teacher.
49
Los profesores
a. You could make the meaning clear by means of
an exaggerated mime, making the meanings of un
poco, bastante and muy clear. Then get the pupils
to ask the question and to respond referring to the
people they chose to write about in the Starter.
Gramática: adjective agreement (–o/–a)
7W4
Ask pupils to look at the Gramática Box on page
30 of the Pupil’s Book. This introduces the concept
of adjective agreement and illustrates it using
adjectives ending -o/-a (e.g. divertido/divertida).
There is practice on this on page 30 of the Pupil’s
Book.
3 Escucha y escribe la asignatura y la
opinión en inglés. (1–6) (AT1.3) 7W2
7L3
Listening. Pupils listen to the six conversations and
note in English for each the subject mentioned and
the opinion given of the teacher.
(AT1.1, AT2.1) 7W6 7W7 7L1
The descriptions feature the qualifiers un poco,
bastante and muy and the connectives y, también
and pero. Draw pupils’ attention to the Tip
Boxes on these on page 31 of the Pupil’s Book,
emphasising how useful they are in making your
spoken and written Spanish more interesting.
Ask pupils to look at the Pronunciation Box on
page 30 of the Pupil’s Book. Stress: how an accent is
used to show stress when a word doesn’t follow the
rules on stress.
A list of words with accents is supplied: play the
recording of these words and then give pupils a
minute or two to practise them in pairs before
doing exercise 2.
Audioscript track 38
1 ¿Cómo es el profesor de historia?
El profesor de historia es muy severo.
2 ¿Cómo es la profesora de dibujo?
La profesora de dibujo es bastante simpática.
3 ¿Cómo es la profesora de teatro?
La profesora de teatro es un poco severa.
4 ¿Cómo es el profesor de matemáticas?
El profesor de matemáticas es un poco aburrido.
5 ¿Cómo es el profesor de ciencias?
El profesor de ciencias es bastante divertido.
6 ¿Cómo es la profesora de español?
La profesora de español es muy antipática.
Audioscript track 37
simpático
inglés
religión
tecnología
música
francés
2 Elige un profesor o una profesora.
Tu compañero/a hace preguntas para
saber quién es. (AT2.3) 7W4 7S4
7S9
Answers
Speaking. In pairs: pupils take it in turn to choose
one of the teachers in exercise 1 and to ask
questions to work out who it is. A sample exchange
is given.
1
2
3
4
5
6
Starter 2 7W4
history strict
art nice
drama strict
maths boring
science amusing
Spanish very disagreeable/really horrible/not
very nice
Write up the following:
aburrido
antipático
divertido
4 Busca un profesor/una profesora ...
(AT3.3) 7W2 7T1
simpático
Pupils have to write a sentence using each word
and a famous person, e.g. Sarah Michelle Gellar es
simpática. Two of the people they choose must be
male and two female. If necessary, ask pupils to
recap on adjective endings before they start.
Reading. Pupils read the reports of five teachers
and identify the correct one for each of the English
descriptions supplied (1–5).
Answers
Suggestion
1
2
3
4
5
Before playing the recording for exercise 3,
introduce ¿Cómo es … ? by writing it up and saying
(as appropriate) ¿Cómo es el profesor/la profesora de
español? El profesor/La profesora es muy simpático/
50
Señor López
Señora Silgado
Señor Abad
Señor Arranz
Señora Buitrago
Los profesores
5 Elige el verbo correcto para cada
persona del ejercicio 4. (AT3.3) 7W5
Cuaderno A, page 15
7T1
Reading. Pupils reread the texts in exercise 4 and
then write out the five sentences, choosing the
correct word from the two options given.
Answers
1
2
3
4
5
El señor López habla mucho.
La señora Buitrago canta muy bien.
El señor Abad pinta mucho.
La señora Silgado no escucha.
El señor Arranz come en clase.
6 Describe a cinco profesores. Utiliza
‘un poco’, ‘bastante’, ‘muy’. (AT4. 3–4)
7W2 7W4 7S6 7T5
Writing. Pupils write a description of five of their
own teachers. They should work the qualifiers un
poco, bastante and muy into their texts. They can
choose teachers in their school or may feel less
constrained using imaginary ones. An example is
given.
Answers [p.15 ex 1]
1
2
3
4
Pupils could expand these sentences by
adding details along the lines of the reports
in exercise 4. You could then use pupils’ responses
for a further comprehension activity by reading
out the details of some of the teachers but omitting
their names for the rest of the class to guess.
El profesor de música es simpático.
La profesora de educación fisica es antipática.
El profesor de geografía es divertido.
La profesora de historia es simpática.
Answers [p.15 ex 2]
Plenary 7T7
Remind pupils that the Mini-test is an
ideal opportunity to check on how they are
progressing in each chapter.
In pairs: give pupils time to read through the
bullet points and write a sentence for each,
illustrating that they can do all the things listed.
They should then swap texts with another
pair and check the other pair’s work. Ask for
examples of mistakes made and take feedback
from the class on where pupils should look
for help in these areas (where summaries of
adjective endings, verb endings, etc., are to be
found).
Pupils could redraft their responses for
homework.
51
divertido
divertida
funny
simpático
simpática
nice
aburrido
aburrida
boring
severo
severa
strict
antipático
antipática
horrible
Los profesores
Cuaderno B, page 15
Answers [p.15 ex 1]
1
2
3
4
5
El profesor de ciencias es muy antipático.
La profesora de matemáticas es bastante aburrida.
El profesor de francés es un poco divertido.
La profesora de mùsica es muy simpática.
El profesor de tecnología es un poco severo.
Answers [p.15 ex 2]
1 El profesor de música es simpático y muy divertido.
2 La profesora de ciencias es un poco aburrida y muy
antipática.
3 El profesor de geografia es divertido.
4 Las profesoras de historia son simpáticas y divertidas.
5 Los profesores de inglés son bastante severos.
6 La profesora de educación física es muy antipática y
un poco severa.
52
E
2
o
s
n el in tiitut
4 Me gusta el español (Pupil’s Book pages 32–33)
Learning objectives
Key language
High-frequency words
●
●
School subjects
¿Te gusta (el inglés)?
¿Te gustan (las ciencias)?
Me gusta(n) …
No me gusta(n) …
mucho
nada
me, te
el, la, los, las
mucho
muy
porque
ser (es, son)
no
nada
Giving opinions and reasons
Understanding all adjective
agreements
Framework objectives
7W4 Gender and plural
(reinforce)
7S4 Basic questions (launch)
7S6 Compound sentences
(reinforce)
7S9 Using simple sentences
(reinforce)
7L2 Following speech (launch)
7C4 Stories and songs
(reinforce)
Grammar
●
●
adjectival endings (full range)
me/te gusta(n) + noun
Me gusta (el español) porque es …
bueno/a
aburrido/a
divertido/a
interesante
fácil
difícil
importante
útil
Me gustan las matemáticas porque
son buenas/interesantes/útiles,
etc.
Resources
CD1, tracks 39, 40 and 41
Cuaderno A, page 16
Cuaderno B, page 16
ICT
[to come, leave 3 lines]
With a higher-ability group, go on to explain the
literal meaning of the phrase: ‘is pleasing’ (=
gusta) ‘to me’ (= me), i.e. the item you like is
actually the subject. This will give them a context
to help them understand and remember that
a single item requires gusta and a plural item
requires gustan.
Launching teaching objectives
7S4 Use exercise 2 to launch Basic questions.
7L2 Use exercise 6 to launch Following speech.
Starter 1 7S5 7S9 7L4
1 Escucha y escribe la letra correcta.
(1–6) (AT1.3) 7S5 7L3
Aim
To introduce the expressions me gusta and no me
gusta.
Listening. Pupils listen to a girl talking about the
school subjects she likes and dislikes. They note for
each of the six subject she mentions the letter of
the corresponding picture with speech bubble.
Write up me gusta (and draw a smiley face beside
it) and no me gusta (and draw a sad face beside
it). Then ask a pupil to select a category from
the following –singers, actors, TV programmes,
films – and to name in English four things in
that category, pausing after each for you to reply.
Respond to each item mentioned with me gusta
or no me gusta, conveying the meaning clearly
with facial expression and gesture. Ask for a
second category and some prompts: this time
get a pupil to give his/her responses. Make sure
that pupils have worked out the meaning of
the phrases and then get them to continue the
activity in pairs.
Audioscript track 39
1 –
–
2 –
–
3 –
–
4 –
–
5 –
–
6 –
–
Suggestion
Recap on the meaning of me gusta, stressing that it
means ‘I like’. Given what pupils know about verb
endings, do they notice anything odd about gusta?
Take the opportunity to remind pupils that ‘I’ verb
forms usually end in -o.
¿Te gusta la geografía?
Sí, me gusta la geografía.
¿Te gusta el español?
Me gusta el español.
¿Te gustan las ciencias?
Claro, me gustan las ciencias.
¿Te gusta la historia?
Me gusta mucho la historia.
¿Te gusta la educación física?
No me gusta nada la educación física. ¡Buagh!
¿Te gusta el inglés?
No, no me gusta el inglés.
Answers
1 b
Explain that this structure isn’t like that. With a
lower-ability group, you many find it best just to
teach the expressions as exceptions.
53
2 a 3 c 4 d 5 f 6 e
Me gusta el español
Gramática: me gusta(n) and te gusta(n)
Gramática: adjective agreement (full
range) 7W4
7W4 7W5
Ask pupils to look at the Gramática Box on page
32 of the Pupil’s Book. This covers the use of me
gusta/te gusta to talk about liking something in
the singular and me gustan/te gustan to talk about
liking something in the plural. There is practice on
this on page 32 of the Pupil’s Book.
Ask pupils to look at the Gramática Box on page
33 of the Pupil’s Book. This introduces agreement
of adjectives, covering both masculine/feminine
forms and singular/plural forms of adjectives
ending in -o/-e/a consonant in the masculine
singular.
Before they do exercise 2, read through the Tip Box,
Ask pupils how many different patterns they can
spot before summarising the endings.
which points out the inclusion of the definite
article with (no) me gusta + a noun (e.g. no me
gusta el dibujo). The box also includes a list of the
school subjects, ordered by article, for reference/as
a reminder.
Ask pupils to draw a grid with four column
headings:
Masculine singular
Masculine plural
2 Con tu compañero/a, pregunta y
contesta. (AT2.3–4) 7S4 7S5 7S9
Feminine singular
Feminine plural
They then copy out all the adjectives in the
sentences in exercise 3, inserting them in the
correct column. (They should find there are no
instances of the masculine plural.)
Speaking. In pairs: using the prompts supplied,
pupils take it in turn to ask and answer questions
about whether they like particular subjects.
Remind them that two smiley faces = me gusta
mucho and two sad faces = no me gusta nada.
In pairs: pupils take it in turn to make a
statement about a school subject they like/
dislike using es or son as appropriate and taking
care with adjective agreements. Model the first one
for them, e.g. Me gusta el español porque es fácil.
Pupils could extend the activity by asking about/
answering on their own subject preferences.
Suggestion
Write up the following sentences. Ask pupils to
translate the first one. Can they go on to translate
the second? Can they explain the differences
between them? What do they think son means in
Spanish?
Starter 2 7W4 7W5
El dibujo es aburrido.
Las ciencias son aburridas.
Los profesores no son bueno. (buenos)
Me gusta las ciencias porque son fáciles. (gustan)
No me gusta el religión – es aburrida. (la)
La música son divertida. (es)
Write up the sentences containing errors for
pupils to correct (without the underline).
Answers are shown in brackets.
Then write up La informática es aburrida. Can
pupils see what has changed here and say why?
3 Escribe la asignatura y la opinión.
(AT3.2) 7W4 7S2 7S6
Suggestion
Write up the following questions and ask pupils to
use what they know to work out what they mean:
¿Qué te gusta? ¿Por qué?
Reading. Pupils read the eight statements and note
for each the subject and the opinion given of it in
English. They can use the Palabras section on p. 42
or the Vocabulario at the back of the book if they
need to check meanings, but encourage them as
a first resort to try to work out the new words by
thinking about cognates.
How did they work them out? (Using other
expressions with ¿Qué … ? (¿Qué tal?, ¿Qué hay … ?,
Qué estudias?; using porque = because.)
Explain that these expressions are going to be used
throughout exercise 4.
Before they start, draw their attention to the Tip
Box on porque on page 33 of the Pupil’s Book. (It
also contains a reminder of use of es with singular
school subjects and son with plural ones.)
4 Escucha y escribe la asignatura y la
opinión. (1–8) (AT1.4) 7L2 7L3
Listening. Pupils listen to eight conversations in
which schoolchildren talk about what subjects they
like and dislike. They note in Spanish the subjects
and the opinions expressed by each person.
Answers
1
3
4
6
8
drama – boring
history – difficult
science – interesting
religion – not useful
science – important
2 technology – amusing/
entertaining
5 English – good
7 French – easy
If pupils need more support, write up the adjectives
given as opinions in random order.
54
Me gusta el español
When they have finished, ask pupils to re-read their
texts, checking them against the table showing
adjectives agreement in the Gramática box on
p. 00.
Audioscript track 40
1 –
–
–
–
2 –
–
–
–
3 –
–
–
–
4 –
–
–
–
5 –
–
–
–
6 –
–
–
–
7 –
–
–
–
8 –
–
–
–
¿Te gusta la religión?
Me gusta la religión.
¿Por qué?
Porque es interesante.
¿Te gusta la informática?
Sí, me gusta la informática.
¿Por qué?
Porque es muy importante.
¿Qué te gusta?
Me gusta el teatro ...
¿Por qué?
Porque es divertido.
¿Qué te gusta?
Me gustan las matemáticas.
¿Por qué?
Porque son fáciles.
¿Te gusta la historia?
Sí, me gusta la historia.
¿Por qué?
Porque es buena.
¿Te gusta el español?
No, no me gusta nada el español.
¿Por qué?
Porque es difícil.
¿Qué te gusta?
Me gusta mucho el dibujo.
¿Por qué?
Porque es útil.
¿Te gustan las ciencias?
No, no me gustan las ciencias.
¿Por qué?
Porque son aburridas.
6 Escucha la canción y rellena los
espacios en blanco. (AT1.4) 7W4 7L2
7C4
Listening. Pupils listen to the song on the recording
and complete the text version in the book, filling in
the gaps using the words supplied.
Before playing the recording, ask pupils in pairs to
try and work out which word fits each of the gaps,
by using the pictures and what they know about
Spanish grammar.
Audioscript track 41
Me gusta la informática.
La profesora es muy simpática.
El francés es interesante.
Ah sí, me gusta bastante.
El teatro es divertido,
pero el dibujo es aburrido.
La historia es muy buena,
pero el profesor ¡qué pena!
No me gustan las matemáticas.
La profesora es antipática.
El inglés es muy útil,
pero un poco difícil.
Aquí en el instituto,
escribo, escucho y hablo.
A mí me gusta mucho:
es un instituto muy bueno. (x 2)
Answers
1
2
3
4
5
6
7
8
religión – interesante
informática – muy importante
teatro – divertido
matemáticas – fáciles
historia – buena
español – difícil
dibujo – útil
ciencias – aburridas
Answers
Also in bold in the audioscript.
1 simpática 2 interesante 3 divertido 4 aburrido
5 buena 6 antipática 7 difícil 8 bueno
In pairs: pupils take it in turn to prompt with
a subject and to describe it, e.g. francés – es
difícil, matemáticas – son interesantes.
Plenary 7W4 7S9
Put the class into teams. Write up the following
sentence opening and ask the teams to complete
it in as many different ways as they can within
two minutes. Each team then takes it in turn to
give you a sentence. If it is correct but another
team has the same sentence, they win a point (as
does the other team). If it is correct and no other
team has thought of it, they win two points. An
answer with an error loses a point. The winning
team is the one with the most points.
5 Escribe seis frases. (AT4.4) 7W4
7S6 7S9
Writing. Pupils write six sentences saying which
subjects they like/dislike and giving a reason for
each using porque. A model is given for support.
Encourage pupils to use the reference list of
subjects in the second Tip Box on page 33 of the
Pupil’s Book if they need help with genders/
number.
Las ciencias son …
55
Me gusta el español
Cuaderno A, page 16
Cuaderno B, page 16
Answers [p.16 ex 1]
Answers [p.16 ex 1]
1 In a chat room 2 use of chatear and opinion
3a I hate b especially c football d sport 4 Pilar
5 footballl 6 Miguel
1 In a chat room 2 use of chatear and opinion
3a I hate b especially c football d sport 4 Pilar
5 football 6 Miguel
Answers [p.16 ex 2]
Answers [p.16 ex 2]
Adjectives have masculine and feminine forms, and
singular and plural forms. Many adjectives end in -o (for
masculine words) and -a (for feminine words).
Adjectives have masculine and feminine forms, and
singular and plural forms. Many adjectives end in -o (for
masculine words) and -a (for feminine words.)
Some adjectives end in a vowel and some end in a
consonant.
Some adjectives end in a vowel and some end in a
consonant.
To make adjectives plural: if it ends in a vowel add -s.
To make an adjective plural: if it ends in a vowel add -s.
If it ends in a consonant add -es.
If it ends in a consonant add -es.
56
E
2
o
s
n el in tiitut
5
¿Qué comes?
Learning objectives
●
●
Talking about snacks
Counting up to 100
Framework objectives
7S3 Adapting sentences
(launch)
7L6 Improving speech (launch)
7C5 Social conventions
(reinforce)
Key language
¿Qué comes (en el recreo)?
Como …
¿Qué bebes?
Bebo …
Snacks/drinks
agua mineral
un bocadillo
un plátano
un zumo de naranja
una hamburguesa
una pizza
una Coca-Cola
(Pupil’s Book pages 34–35)
una limonada
una manzana
unas patatas fritas
¿Cuánto es?
Son dos euros con veinte.
comer (como, comes, come)
querer (quiero)
ser (es, son)
tener (tienes)
algo
Numbers up to 100
Numeracy
Quiero una hamburguesa.
Aquí tienes.
¿Algo más?
No, nada más.
por favor
gracias
De nada.
High-frequency words
un, una, unas
el
en
y
pero
aquí
¿qué?
¿cuánto?
beber (bebo, bebes, bebe)
ICT
Organising and testing
vocabulary
Resources
CD1, tracks 42, 43, 44, 45 and 46
Cuaderno A, p. 17
Cuaderno B, p. 17
Flashcards 15–29
ICT
Languages Ladder
Suggestion
Launching teaching objectives
Introduce the snacks and drinks featured in the
unit using Flashcards. Start with the ones pupils
worked out for themselves in the Starter and see
if they can come up with the words themselves.
Then introduce the other guessable ones (CocaCola, agua mineral) and the more difficult ones
(bocadillo, zumo de naranja, manzana), writing up
the words.
7S3 Use exercise 6 to launch Adapting sentences.
7L6 Use exercise 7 to launch Improving speech.
Starter 1 7W8
Aim
To introduce some vocabulary for snacks
and drinks. To encourage pupils to work out
new words using elimination.
1 Escucha y escribe la letra correcta.
(1–10) (AT1.1) 7W1
Write up the following in 2 columns and ask
pupils to match each item with the correct
Spanish version. Alternatively, you could use
Flashcards or do some quick sketches instead of
the English text.
una limonada
un plátano
una hamburguesa
una pizza
unas patatas fritas
Mental arithmetic
Listening. Pupils listen to the list of drinks
and snacks and for each note the letter of the
appropriate picture.
Ask pupils for suggestions on how they could
note down this new vocabulary in a way that
would help them remember it (e.g. topic groups
– snacks and drinks; by article – un/una/unas;
alphabetically, etc.). Given them time to choose
one approach and to write out the vocabulary using
it.
pizza
hamburger
packet of crisps
lemonade
banana
Ask pupils how they worked out the answers.
Explain as necessary the useful technique of
eliminating options (by using what you know or
can guess) to narrow down the choice for words
that you don’t know. What other techniques
could be used here? (crisps is the only word in
the plural, so must be unas patatas fritas)
Audioscript track 42
1
2
3
4
5
57
un plátano
agua mineral
una pizza
un bocadillo
una Coca-Cola
¿Qué comes?
6
7
8
9
10
• ¿Qué comes en el recreo?
▪ Como unas patatas fritas.
• ¿Qué bebes?
▪ Bebo un zumo de naranja.
una manzana
una limonada
un zumo de naranja
una hamburguesa
unas patatas fritas
4 Empareja los números con las
palabras. Escucha y comprueba tus
respuestas. (a–h) (AT1.1, AT3.1) 7S4
Answers
1 b
2 g
3 d 4 a
5 j 6 e
7 i
8 h
9 c
10 f
7L6
Reading and listening. Pupils match up the numbers
with the correct Spanish version. They then use the
recording to check their answers.
Suggestion
Before you start exercise 2, introduce the questions
¿Qué comes? and ¿Qué bebes? Respond to your own
questions with a range of snacks and drinks and,
once you have made the meaning clear, ask a few
pupils to respond.
To reinforce the new numbers and for
pronunciation practice: replay the recording,
pausing after each English prompt for the class as a
whole or a pupil to supply the Spanish version.
Go on to introduce en el recreo, giving a few
responses to ¿Qué comes en el recreo? using Como
and some of the snacks and drinks from exercise
1. Can pupils work out from the context what it
means?
Audioscript track 44
a
b
c
d
e
f
g
h
2 Escucha y escribe las letras
correctas del ejercicio 1. (1–5) (AT1.3–
4) 7L3
Listening. Pupils listen to five interviews with people
talking about what they eat and drink during break
at school. They note each item mentioned, again
using the labelled pictures in exercise 1.
Answers
a 30 – treinta, b 40 – cuarenta, c 50 – cincuenta,
d 60 – sesenta, e 70 – setenta, f 80 – ochenta,
g 90 – noventa, h 100 – cien.
Audioscript track 43
1 –
–
–
–
2 –
–
3 –
–
–
–
4 –
–
–
–
5 –
–
–
–
¿Qué comes en el recreo?
Como una pizza.
¿Y qué bebes?
Bebo una limonada.
¿Qué comes en el recreo, Aurora?
Como un bocadillo y bebo una Coca-Cola.
¿Qué comes en el recreo, Ramón?
Como unas patatas fritas.
¿Qué bebes?
Bebo un zumo de naranja.
¿Tú qué comes en el recreo?
Como una hamburguesa.
¿Y qué bebes?
Bebo una limonada.
¿Qué comes en el recreo, Neus?
Como un plátano y una manzana.
¿Qué bebes?
Bebo agua mineral.
Starter 2 7W1
Reading and listening. Pupils match up the
numbers with the correct Spanish
Aim
To consolidate larger numbers.
Tell the class that they are going to do some
mental arithmetic. Write up dos x cinco = diez
and read it out: dos por cinco son diez.
Using this model, read out 10 sums. Pupils write
down the answer in Spanish.
a
b
c
d
e
f
g
h
i
j
Answers
1 d, i 2 a, j
3 f, h
thirty treinta
forty cuarenta
fifty cincuenta
sixty sesenta
seventy setenta
eighty ochenta
ninety noventa
a hundred cien
4 c, i 5 b, e, g
3 Haz un sondeo. (AT2.1) 7S4 7L6
Speaking. Pupils undertake a survey on what they
eat and drink during the school break, asking their
classmates.
58
8x5
10 x 10
3 x 10
10 x 9
7 x 10
10 x 5
4x5
5x2
6 x 10
5 x 16
¿Qué comes?
Suggestion
Audioscript track 46
Write up a few prices in euros, e.g. 2€50, 10€20,
7€80, and read them out. Once pupils are
comfortable with the structure dos euros con
cincuenta (etc.), ask a few pupils in turn to come
and write up a price and say it.
–
–
–
–
–
–
–
–
Write out prices for a few classroom items in turn
(pencil, pen, book, etc.) on post-it notes and ask
¿Cuánto es? Respond Son dos euros con cincuenta,
etc. Write up the key phrases, underlining the
different verbs used in the question and the
response. Then get pupils to practise asking and
answering, using other items in the classroom or
sketches.
Answers
1
3
5
7
5 Escucha y escribe los precios que
entiendes. (a–h) (AT1.2) 7L3
2
4
6
8
¿Algo más?
Por favor
No, nada más
De nada
7S3 7L6
Speaking. In pairs: pupils make up dialogues using
the details supplied in the picture prompts. A
sample dialogue is supplied.
Audioscript track 45
¿Cuánto es?
Son dos euros con veinte.
¿Cuánto es?
Son ocho euros con sesenta.
¿Cuánto es?
Son seis euros con setenta.
¿Cuánto es?
Son tres euros con cincuenta.
¿Cuánto es?
Un euro con noventa.
¿Cuánto es?
Cinco euros con cuarenta.
¿Cuánto es?
Siete euros con ochenta.
¿Cuánto es?
Son cuatro euros con treinta.
In preparation, do a quick recap of how plurals are
formed.
Once they feel confident, pupils could do
the dialogue without looking at the sample
dialogue, using just the pictures to prompt them;
or they could do the dialogue supplying their
own details. Ask one or two pairs to perform their
dialogues (ideally from memory) in front of the
class.
9 Escribe los diálogos del ejercicio 8.
(AT4.4) 7T6
Writing. Pupils write out the dialogues they did
in exercise 7. Ask them to read a partner’s work,
checking in particular the accuracy of plurals.
Answers
a 2€20 b 8€60 c 6€70 d 3€50
g 7€80 h 4€30
Gracias
Aquí tiene
¿Cuánto es?
Quiero
8 Con tu compañero/a, haz diálogos
que describen las bandejas. (AT2.4)
Listening. Pupils listen to the eight conversations
and note the price given in each. The prices are
supplied in random order for support.
a –
–
b –
–
c –
–
d –
–
e –
–
f –
–
g –
–
h –
–
Quiero una hamburguesa, por favor.
Aquí tienes. ¿Algo más?
Sí, un zumo de naranja, por favor.
Aquí tienes. ¿Algo más?
No, nada más. ¿Cuánto es?
Son tres euros con sesenta.
Gracias.
De nada.
e 1€90 f 5€40
Plenary 7W7
Ask pupils what new vocabulary they have learnt
in this unit, prompting in English as necessary.
Remind them how important it is to learn
vocabulary as they go along and to learn the
gender of all new words. Recap on ways in which
they might log vocabulary: e.g. writing it out in
topic groups, listing it alphabetically, putting it
into gender categories (i.e. all the el words and
all the la words), using different colours of ink
for each gender, etc. Remind them of the ‘look,
say, cover, write, check’ approach for learning
words.
6 Con tu compañero/a, pregunta y
contesta por los precios del ejercicio
5. (AT2.2) 7W1 7S4
Speaking. In pairs: pupils take it in turn to ask and
answer questions using the prices in exercise 5. A
sample exchange is given.
7 Escucha y lee el diálogo. Busca las
frases en español en el texto. (AT1.4
AT3.3) 7S2 7T1 7C5
Listening. Pupils listen to the dialogue, reading the
text at the same time. They then find the Spanish
for the six English expressions listed.
If your pupils have regular access to a
computer, they could create their own
59
¿Qué comes?
vocabulary notebook on computer using Word
or Excel. Again, encourage them to think about
different ways of organising vocabulary (topic,
gender, type of word, etc.) to help them remember
it. They could also save and print out edited lists
of vocabulary, with either the English or Spanish
missing, to test themselves/each other.
Cuaderno B, page 17
Cuaderno A, page 17
Answers [p.17 ex 1]
1 2 3 4 5 1 En el recreo Pili come unas patatas fritas y bebe una
limonada.
2 Mateo come un bocadillo en el recreo.
3 Miguel come un plátano y unas patatas fritas y bebe
una Coca-Cola.
Answers [p.17 ex 1]
1
2
3
4
5
cuatro euros con noventa
tres euros con quince
un euro con sesenta y cinco
tres euros con setenta y cinco
dos euros con treinta y cinco
Answers [p.17
1
2
3
4
5
Answers [p.17 ex 2]
Sergio, Lara, Mateo
matemáticas, inglés, español
interesante, aburrido[circled], fácil, canto, escribo,
escucho
hamburguesa, pizza, bocadillo,
60
ex 2]
hamburguesa, plátano
manzana,zumo de naranja
bocadillo, Coca-Cola
una pizza, una limonada
patatas fritas,agua mineral
E
2
o
s
n el in tiitut
Resumen y Prepárate (Pupil’s book pages 36–37)
Resumen
This is a checklist of language
covered in Module 1. Pupils
can work on this in pairs to
check what they have learnt and
remembered. There is a Resumen
page, page 20 in both Workbooks
and in the ICT component (p.
00). Encourage them to look back
at the module and to use the
grammar section, to revise what
they are unclear about. You can
also use the Resumen as a useful
plenary at the end of each unit.
Resources
Prepárate
ICT
These revision tests can be used
for pupils to practise prior to
the assessment tasks in the
COMPONENT NAME TBC.
1 Copia la tabla. Escucha y escribe la
asignatura, la opinión y la razón en
inglés. (1–8) (AT1.3) 7L3
2 Con tu compañero/a, pregunta y
contesta. (AT2.3) 7W5 7S4 7L6
Speaking. In pairs: using the picture prompts
supplied, pupils take it in turn to ask and answer
questions about the subjects they do on particular
days and what they do in those classes. A sample
exchange is given.
Reading and listening. Pupils match up the numbers
with the correct Spanish
Listening. Pupils copy the grid supplied. They then
listen to the speakers and note down the subject,
the opinion and the reason mentioned by each in
English or using a symbol as appropriate.
3 Lee los textos y corrige el error en
cada frase. (AT3.3) 7T1
Audioscript track 47
1 –
–
2 –
–
3 –
–
4 –
–
5 –
–
6 –
–
7 –
–
8 –
–
CD1, track 47
Cuaderno A, pp. 18 and 19
Cuaderno B, pp. 18 and 19
Reading. Pupils read the three texts. They then read
the six statements about the texts and correct the
mistake in each statement.
¿Te gustan las ciencias?
Sí, me gustan las ciencias. Son importantes.
¿Te gusta el inglés?
No, no me gusta el inglés. Es aburrido.
¿Te gustan las matemáticas?
No, no me gustan nada las matemáticas. Son difíciles.
¿Te gusta la geografía?
Sí, me gusta mucho la geografía. Es interesante.
¿Te gusta la educación física?
Sí, me gusta mucho la educación física. Es divertida.
¿Te gusta la historia?
No, no me gusta nada la historia. No es útil.
¿Te gusta el dibujo?
Sí, me gusta el dibujo. Es bueno.
¿Te gusta la música?
Sí, me gusta la música. Es fácil.
Answers
1 Javier is fourteen.
2 His birthday is on 2nd January.
3 He studies English, maths, Spanish, ICT, history,
drama, music, RE and science.
4 At lunch break he eats a sandwich and drinks mineral
water.
5 In history he reads a lot.
6 He likes his music teacher a lot.
4 Describe tu instituto. Utiliza los
textos del ejercicio 3 como modelo.
(AT4.4) 7T6
Answers
Subject
Opinion
Reason
1
science
-
important
2
English
/
boring
3
maths
//
difficult
4
geography
--
interesting
5
PE
--
amusing/fun
6
history
//
not useful
7
art
-
good
8
music
-
easy
Writing. Pupils write a paragraph describing their
school. They should use the texts in exercise 3 as a
model.
61
Resumen y Prepárate
Cuaderno A, page 18
Cuaderno B, page 18
Answers [p.18 ex 1]
c
Answers [p.18 ex 2]
a
e
s
u
c
h o p b o
c
a d
i
l
l
o w s
k
l
b m a
t
e m á
c
a
s
e
f
q
r
l
a
d o d e
t
e
c m a b u
r
r
i
i
n
t
e
r
e
s
a n
j
o n
t
x
f
á
c
v w x
g
b p h q
e
s
p a ñ o
l
t
i
s
c
r
i
b o
t
e o p
i
z
z
a
k b u
i
l
a
n g
l
é
s
h a m b u
h h a b
r
l
i
o
i
gusta matemáticas educación física geografía
estudio aburridas profesor interesante porque
simpática música escucho patatas fritas limonada
s
z
c
r
g u e
s
a
Answers [p.18 ex 3]
y
q u
x
d
–¡Hola! Quiero dos bocadillos, por favor.
–Aquí tienes. ¿Algo más?
–Sí, un zumo de naranja, por favor. ¿Cuánto es?
–Son siete euros con noventa y cinco.
–Gracias.
–De nada.
v
Answers [p.18 ex 2]
1 simpática 2 son difíciles 3 las matemáticas
4 aburrido 5 es antipático 6
historia 7 inglés
8 aburridas
Cuaderno A, page 19
Answers:
1
2
3
4
matemáticas, inglés, español
canto, escribo, escucho
interesante, aburrido, fácil
hamburguesa, pizza, bocadillo
62
Resumen y Prepárate
Answers [p.19 ex 1]
Answers [p.19 ex 1]
1
2
3
4
5
6
7
1 f
Bebo una Coca-Cola.
Me gusta la tecnología, es interesante.
No me gustan las matemáticas.
En clase de música escucho música.
En el recreo como un bocadillo.
En clase no como chicle.
El profesor de teatro es divertido.
1
2
3
4
5
6
7
8
Cuaderno B, page 19
63
2 d
3 h
4 a
5 c
6 g
7 e
8 b
Estudio matemáticas, inglés, tecnología y español.
Leo, escucho a mi profesor y escribo mucho.
Es simpática pero también es un poco severa.
Me gusta el francés.
Porque es interesante y divertido.
No me gustan las matemáticas.
Porque son difíciles y no son interesantes.
En el recreo como un bocadillo y bebo una Coca-Cola.
E
2
o
s
n el in tiitut
¡Extra! (Pupil’s book pages 38–39)
Learning objectives
Key language
●
●
Revision of language from
Module 2
Christmas vocabulary
Reading a story in Spanish
Learning about Christmas in
Spain
Framework objectives
High-frequency words
7T2 Reading aloud (reinforce)
7C2 Everyday culture (launch)
una
muy
en
beber (bebe, beben)
comer (comen)
vivir (vivo, vive)
ser (es)
Resources
CD1, track 48
Cuaderno A, pp. 21 and 22
Cuaderno B, pp. 21 and 22
ICT
Audioscript track 48
Launching teaching objectives
1 Angélica:
Tomás:
Angélica:
2 Angélica:
Tomás:
7T2 Use exercise 2 to reinforce Reading aloud.
7C2 Use exercise 4 to launch Everyday culture.
Starter 7W3
–
–
–
–
–
Angélica: –
Tomás: –
3 Angélica: –
Aim
To review vocabulary from the module. To recap
on grammatical terms.
Tomás: –
Angélica: –
Draw a grid with the following headings: Noun,
Verb, Adjective. Ask the class to give you a simple
definition of each and a few examples in English
and Spanish. Make sure you cover proper nouns
(e.g. martes) as well as common nouns (e.g.
manzana).
4 Angélica: –
Tomás: –
Then put the class into teams. You give a word
from the module (e.g. el inglés, como or divertido)
for a pupil to write in the correct column. Each
team confers, then sends a member to the front
in turn to write the word in the correct column.
5 Father:
–
–
Father:
–
Angélica: –
Tomás: –
6 Father:
–
Angélica: –
If the class needs more support, you could write
up all the words at the start for reference.
If you want to make it more challenging, you
can include other forms of verbs and adjectives
with different endings.
¡Hola Tomás! ¿Qué tal?
¡Angélica! … Bien, bien. Y tú ¿cómo estás?
Bien, gracias.
¿Qué haces?
Pues escucho música, escribo postales y
bebo limonada …
¡Qué bien!
Y tú ¿qué haces?
Estudio inglés. Me gusta mucho porque es
muy útil y bastante fácil.
¿Cómo es tu profesor?
Tengo una profesora. Me gusta mucho
porque es muy simpática y también muy
divertida.
¿Estudias inglés, Tomás?
Sí, pero no me gusta nada. Es muy difícil y
no me gusta el profesor. Es muy antipático y
también bastante aburrido.
¡Angélica!
Ay, ¡qué horror! … ¡mi padre!
¡Angélica!
¡Hasta luego, Tomás!
Adiós, Angélica …
¿Quién es, Angélica?
Se llama Tomás. Vive en Madrid. Es muy
simpático …
2 Con tu compañero/a, lee la historia
de Tomás y Angélica. (AT2.4) 7T2
Suggestion
Speaking. In pairs: pupils read the story aloud, each
taking the role of Tomás or Angélica. As before
they should focus on accurate pronunciation
and stress. Following the model of the recording.
Encourage them also to imitate the intonation and
tone of voice of the speakers, to try to sound as
authentic as possible.
To lead into the second episode of the story, ask
pupils to recap in English on what they remember
of episode 1. Then ask questions in Spanish for
pupils to answer, e.g. ¿Cuántos años tiene Tomás?
¿Cuándo es el cumpleaños de Angélica? ¿Dónde vive
… ?, etc.
Explain that this episode contains a new question
word and ask pupils to look/listen out for it
(¿quién? – who).
3 ¿Verdadero o falso? Escribe V o F.
Corrige las frases falsas. (AT3.4 AT4.3)
7S3 7T1
1 Escucha y lee. (AT1.4) 7T1 7C4
Reading. Pupils re-read the text in exercise 1 and
answer the six true or false statements which follow.
They then correct the sentences which are false.
Listening. Pupils listen to the recording of the story
and read along with the text.
64
¡Extra!
Answers
Answers
1
2
3
4
5
6
Decorations – c, The Nuñez family – b, The Christmas
meal – d
F Tomás bebe una limonada.
F Angélica estudia inglés.
V
V
F Tomás vive en Madrid.
F Tomás es muy simpático.
6 Busca los verbos siguientes en el
texto. (AT3.3 AT4.1) 7W5
Reading. Pupils find in the the text the Spanish
versions of the five English verbs listed.
4 Lee el texto y busca las palabras que
no conoces en el vocabulario. (AT3.3)
Answers
7T1 7T4 7C2
1 me llamo
3 celebramos
5 beben
Reading. Pupils read the description by Roberto the
mouse about how he celebrates Christmas. They
use the reading strategies they know to work out
as many new words as possible, then look up any
words they can’t work out in the Vocabulary at the
back of the Pupil’s Book. Some words and phrases
are glossed for support.
2 vivo
4 comen
Plenary 7W4 7W5 7W6
Put the class in teams and ask each team to
prepare three questions on what they have
learnt in Module 2. These can be questions on
pronunciation, spelling, verbs, adjectives, etc.
– encourage them to be inventive. Team 1 asks
Team 2 a question. A correct answer wins Team
2 a point; an incorrect answer wins Team 1 a
point. Team 2 then asks Team 3, and so on, until
all questions have been asked. The winning team
is the one with the most points.
Ask pupils to write four or five sentences
comparing Christmas in Spain and the UK.
5 Empareja los títulos con el párrafo
correcto. (AT3.3) 7T1
Reading. Pupils read the Roberto’s description
again and identify the correct paragraph for each
of the three titles listed.
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Gramática (Pupil’s Book pages 40–41)
Activities practising the grammar check or revise the language
points covered in the Module
points being tested. There are
also cross-references to the
The section contains crossGramática section at the back of
references to the relevant unit
the book so that pupils can look
of the Module so that pupils can
1 Find all the parts of bailar and
match them up with the English.
(AT3.1 AT4.1) 7W5
1
2
3
4
Reading. Pupils find all the forms of bailar in
Spanish and the correct translation in English
for each. Draw pupils’ attention to the Tip Box on
bailar (to dance), which identifies it as a regular -ar
verb.
5
6
7
Answers
bailo
bailas
baila
bailamos
bailáis
bailan
8
I dance
you dance
he/she/it dances
we dance
you (plural) dance
they dance
Reading. For each of the eight teachers, pupils
identify the appropriate jumbled adjective and
work out the correct Spanish word. They then
translate the whole sentence to describe the
teacher in English.
Writing. Pupils complete the Spanish translations
of the five verbs given in English (all forms of
leer). The letters to make up the Spanish verbs are
supplied for support.
Answers
1 El profesor de geografía es un poco aburrido.
The geography teacher is a bit boring.
2 La profesora de religión es muy simpática.
The RE teacher is very nice.
3 El profesor de inglés es bastante divertido.
The English teacher is quite funny/amusing.
4 El profesor de ciencias es muy antipático.
The science teacher is very disagreeable/really
horrible/not very nice.
5 El profesor de tecnología es un poco severo.
The technology teacher is a bit strict.
6 La profesora de español es muy antipática.
The Spanish teacher is very disagreeable/really
horrible/not very nice.
7 La profesora de francés es muy divertida.
The French teacher is very funny/amusing.
8 El profesor de historia es muy simpático.
The history teacher is very funny/amusing.
Draw pupils’ attention to the Tip Box on leer (to
read), which identifies it as a regular -er verb.
Answers
3 lees
4 leo
como – because the others are -ar verbs
escribo – because the others are -er verbs
vivo – because the others are -ar verbs
come – because the others are the ‘you’ singular
forms of the verbs
lees – because the others are the ‘he/she’ form of the
verbs
bailas – because the others are the ‘he/she’ form of
the verbs
escriben – because the others are the ‘we’ form of the
verbs
hablan – because the others are -ir verbs
4 Follow the lines to find what the
teachers are like then unjumble the
adjective and write the sentence in
English. (AT3.2) 7W4 7S2
2 Fill in the missing letters from the
box to make the different parts of leer
(to read). (AT4.1 AT3.1) 7W5
1 leen 2 lee
6 leemos
at the points in more detail/a
broader context. The Gramática
section also contains additional
exercises on many points.
5 leéis you (plural)
3 Which is the odd one out? Give a
reason why. (AT3.1) 7W5
Reading. Each question consists of three items.
Pupils read these and decide which is the odd one
out in each case, explaining what makes it different
grammatically.
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Gramática
5 Choose the right connective for each
sentence. (AT4.1 AT3.2) 7W2 7S6
7 Find the following in the quiz above:
(AT4.1 AT3.2) 7S2
Writing. Using the picture prompts, pupils
complete each sentence by selecting the
appropriate connective.
Writing. Pupils reread the sentences in exercise 7
and find types of words as listed (nouns, negatives,
etc.).
Answers
1 porque
Answers
2 y 3 porque 4 y
5 pero
nouns: francés, inglés, historia, dibujo, ciencias,
matemáticas
negative expressions: no me gusta, no me gustan, no son
qualifiers: muy, bastante
connective: porque
definite articles: el, la
adjectives: aburrido, simpática, severo, antipática, difícil,
interestante, divertidas
6 Choose the correct adjective for
each sentence. (AT3.2) 7W4 7S2
Reading. Pupils identify the correct ending (a, b or
c) for each sentence.
Answers
1 a 2 c 3 d
4 c
5 a
6 a
7 b
8 a
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Te toca a ti (Pupil’s book pages 118–119)
A Reinforcement
B Extension
1 Match up the symbols with the
correct subjects. (AT3.1) 7W1 7T1
1 Write out the verbs correctly and
match them up with the English.
(AT4.1) 7W5 7S7 7T5
Reading. Pupils match the pictures of the school
subjects with their names in Spanish.
Writing. Pupils unjumble the words to identify
eight verbs in Spanish and match each verb with
the correct English translation.
Answers
1 f 2 a 3 k 4 i 5 b
11 n 12 j 13 d 14 m
6 l 7 h
8 e
9 g
10 c
Answers
2 Who is speaking? What day is it?
(AT3.3) 7T1 7T3
Reading. Pupils read the two notes from Pedro and
Fátima and identify for each of the school subjects
pictured (1–10) the correct speaker and the day in
English.
1 escribo = I write
2
3
4
5
6
7
8
9
10
Answers
1
2
3
4
5
6
7
8
9
10
Pedro, Tuesday
Fátima, Friday
Pedro, Thursday
Pedro, Monday
Fátima, Tuesday
Pedro, Wednesday
Fátima, Thursday
Fátima, Wednesday
Pedro, Friday
Fátima, Monday
estudio = I study
hablo = I speak
escucho = I listen
como = I eat
leo = I read
bebo = I drink
pinto = I paint
canto = I sing
vivo = I live
2 Which sentence in each group is the
odd one out? Give a reason. (AT3.3)
7S2 7T1 7T3
Reading. Pupils read the four groups of sentences
and identify the odd one out in each group,
justifying their answers.
3 Match up the halves of the words.
Then write a sentence using each
word. (AT4.2–3) 7S3 7T1 7T5
Possible answers
1 b – only negative sentence or only feminine school
subject
2 b – only negative sentence or c – only singular noun
3 b – only positive sentence or a – only masculine
school subject
4 a – only sentence which gives a reason/is positive or
c only singular noun
Writing. Pupils match the word halves and write a
sentence using the completed words.
Answers
hamburguesa – Me gustan las hamburguesas.
manzana – Me gustan las manzanas.
bocadillo – Me gustan los bocadillos.
plátano – Me gustan los plátanos.
pizza – Me gustan las pizzas.
limonada – Me gusta la limonada.
Coca-Cola – Me gusta la Coca-Cola.
patatas fritas – Me gustan las patatas fritas.
3 Copy out and complete the email
using the words from the box. (AT3.3,
AT4.3) 7W2 7T5 7T6
Writing. Pupils write out a completed version of the
email, filling in the gaps using the words supplied.
Answers
1
3
5
7
68
y
bastante/muy
pero
divertida
2
4
6
8
muy/bastante
muy simpática
es
un poco